Kemampuan Pemecahan Masalah Matematis Siswa dalam Menyelesaikan Soal PISA pada Topik Geometri

Authors

  • Anas Ma'ruf Annizar Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram
  • Mohammad Archi Maulyda Prodi Pendidikan Guru Sekolah Dasar, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram http://orcid.org/0000-0003-3199-1380
  • Gusti Firda Khairunnisa Universitas Islam Malang
  • Lailin Hijriani Prodi Pendidikan Matematika Fakultas Ilmu Pendidikan Universitas Timor

DOI:

https://doi.org/10.29408/jel.v6i1.1688

Keywords:

geometry, problem-solving skill, PISA

Abstract

This study aims to describe the mathematical problem-solving ability of students in solving geometry problem of Programme for International Student Assessment (PISA). Subjects were selected by considering the result of the mathematics ability of 53 students in grade X through a preliminary problem. Then, the students was grouped into 3 categories: high-skilled subject, medium-skilled subject, and low-skilled subject. From each categories, the researchers picked one student as a research subject considering their communication skills to make researcher easy to describe the subects’ process in solving the problem. The research was held by give each subject a geometry problem that is adapted from PISA problem, and then the researchers provide an interview for each subject. The results of this study analyzed by a descriptive qualitative method. The results showed that the high-skilled subject abled in understanding the problem, planning, and implementing strategy properly, as well as looking back in the calculation section. For the medium-skilled subject already made mistakes in understanding and planning the problem, so that the subject implemented the wrong strategy, besides the subject corrected to the concept only. The low-skilled subject made mistakes in understanding and planing the problem so that the subject implemented the wrong strategy. In addition, the low-skilled subject did not look back at his work.

Author Biographies

Anas Ma'ruf Annizar, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Fakultas Keguruan dan Ilmu Pendidikan

Mohammad Archi Maulyda, Prodi Pendidikan Guru Sekolah Dasar, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Fakultas Keguruan dan Ilmu Pendidikan

References

Ambarwati, Setiawan, T. B., & Yudianto, E. (2018). Analisis kemampuan visual spasial siswa dalam menyelesaikan soal matematika berstandar PISA konten shape and space ditinjau dari level berpikir geometri Van Hiele. Kadikma, 9(3), 51-60.

Calor, S. M., Dekker, R., Drie, J. P. V., & Zijlstra, B. J. H. (2019). Let us discuss math: Effects of shiftâ€problem lessons on mathematical discussions and level raising in early algebra. Mathematics Education Research Journal, 34(2), 8-25. https://doi.org/10.1007/s13394-019-00278-x.

Croft, T., Kouvela, E., & Martinez, P. M. (2018). This is what you need to be learning: an analysis of messages received by first-year mathematics students during their transition to university. Math Ed Res J, 30(1), 165-183. https://doi.org/10.1007/s13394-017-0226-2.

Creswell, J. W. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research 4th edition. Boston: Pearson.

Galen, F. Van, & Eerde, D. V. (2013). Solving problems with the percentage bar. Journal on Mathematics Education, 4(1), 1-8. https://doi.org/10.22342/jme.4.1.558.1-8.

Edo, S. I., Hartono, Y., & Putri, R. I. I. (2013). Investigating secondary school students’ difficulties in modeling problems PISA-Model level 5 and 6. Journal on Mathematics Education, 4(1), 41–58. https://doi.org/10.22342/jme.4.1.561.41-58.

Haji, S., Yumiati, & Zamzaili. (2018). Analisis kesulitan siswa dalam menyelesaikan soal-soal PISA (Programme for International Student Assessment) di SMP Kota Bengkulu. Jurnal Pendidikan Matematika Raflesia, 3(2), 177-179.

Kamaliyah, Zulkardi, & Darmawijoyo. (2013). Developing the sixth level of PISA-Like mathematics problems for secondary school students. Journal on Mathematics Education, 4(1), 9–28. https://doi.org/10.22342/jme.4.1.559.9-28.

Lestari, L. & Sofyan, D. (2014). Perbandingan kemampuan pemecahan masalah siswa dalam matematika antara yang mendapat Pembelajaran Matematika Realistik (PMR) dengan pembelajaran konvensional. Jurnal Pendidikan Matematika, 3(2), 95-107. https://doi.org/10.20527/edumat.v2i1.607.

Maulyda, M. A., Hidayanto, E., & Rahardjo, S. (2019). Representation of trigonometry graph function collage students using GeoGebra. International Journal of Trends in Mathematics Education Research, 2(4), 1–7.

Murdiyani, N. M., Putri, R. I. I., Eerde, D. V., & Van, F. (2013). Developing a Model to Support Students in Solving Subtraction. Journal on Mathematics Education, 4(1), 95–112. https://doi.org/10.22342/jme.4.1.567.95-112.

Murni, A., Sabandar, J., Kusumah, Y. S., & Kartasamita, B. G. (2011). The enhancement of junior high school students’ skill-based metacognitive learning. Journal Mathematics Education, 5(2), 194–203.

Nalurita, B. R., Nurcahyono, A., Walid, Wardono. (2019). Optimalisasi pemecahan masalah matematis pada pembelajaran Problem Based Learning (PBL) berbantuan E-Comic Math. PRISMA, Prosiding Seminar Nasional Matematika 2, 395-402.

Novita, R., Prahmana, R. C. I., Fajri, N., Putra, M. (2018). Penyebab kesulitan belajar geometri dimensi tiga. Jurnal Riset Pendidikan Matematika, 5(1), 18-29. https://doi.org/10.21831/jrpm.v5i1.16836.

Novita, R., Zulkardi, Hartono, Y. (2012). Exploring primary student’s problem-solving ability by doing tasks like PISA’s question. Journal on Mathematics Education, 3(2), 133–150. https://doi.org/10.22342/jme.3.2.571.133-150.

OECD. (2019). PISA 2018 Results (volume i): what students know and can do. Paris: OECD Publishing.

Oktaviana, D. V., Syarifmen, & Putra, R. W. (2018). Analisis kemampuan pemecahan masalah matematis siswa kelas IX MTs dalam menyelesaikan soal model PISA pada konten perubahan dan hubungan. JES-MAT, 4(1), 47-56. https://doi.org/10.25134/jes-mat.v4i1.909.

Polya, G. (2004). How to solve it. New Jersey: Princeton University Press.

Sari, D. P., & Rosjanuardi, R. (2018). Errors of students learning with React strategy in solving the problems of mathematical. Journal on Mathematics Education, 9(1), 121–128. https://doi.org/10.22342/jme.9.1.4378.121-128.

Seidouvy, A. (2019). An inferentialist account of students’ collaboration in mathematics education. Mathematics Education Research Journal, 8(2), 67–82. https://doi.org/10.1007/s13394-019-00267-0.

Sholihah, S. Z. & Afriansyah, E. A. (2017). Analisis kesulitan siswa dalam proses pemecahan masalah geometri berdasarkan tahapan berpikir Van Hiele. Mosharafa, 6(2), 287-298. https://doi.org/10.31980/mosharafa.v6i2.317.

Surya, E., Sabandar, J., Kusumah, Y. S., & Darhim. (2013). Improving of junior high school visual thinking representation ability in mathematical problem solving by ICT. Journal on Mathematics Education, 4(1), 113–126. https://doi.org/10.22342/jme.4.1.568.113-126.

The National Council of Teachers of Mathematics [NCTM]. (2000). Principles and standards for school mathematics. Reston, VA: The National Council of Teachers of Mathematics, Inc.

Veldhuis, M. (2019). Supporting primary school teachers’ classroom assessment in mathematics education: effects on student achievement. Mathematics Education Research Journal, 13(4), 102–114. https://doi.org/10.1007/s13394-019-00270-5.

Downloads

Published

31-01-2020

How to Cite

Annizar, A. M., Maulyda, M. A., Khairunnisa, G. F., & Hijriani, L. (2020). Kemampuan Pemecahan Masalah Matematis Siswa dalam Menyelesaikan Soal PISA pada Topik Geometri. Jurnal Elemen, 6(1), 39–55. https://doi.org/10.29408/jel.v6i1.1688

Issue

Section

Articles

Similar Articles

1 2 3 4 5 6 7 8 9 10 > >> 

You may also start an advanced similarity search for this article.